Victimization, Physical Activity, and Affective Outcomes During Recess in Students with and Without Disabilities
Bibliographic record
Abstract
Research has revealed that school recess is often challenged by a social landscape that can undermine opportunities for positive interactions and meaningful play. This study assessed differences in levels of inside and outside recess enjoyment, positive and negative affect, peer belongingness, victimization, and physical activity between students with and without a disability. The sample consisted of 337 students in grades 4 through 8 from 14 elementary schools in southern Ontario, Canada. Of these, 31 students reported having a disability and 306 reported none. Data was collected through a 36-item online survey. Results revealed that those with a disability scored significantly (p < .01) higher on measures of enjoyment of inside recess, negative affect, and victimization while significantly lower in positive affect and outside recess enjoyment, peer belongingness, and physical activity. Children with a disability may benefit from a recess climate with more psychosocial supports. Key words: play, disabilities, playground, emotions, perspectives La recherche a révélé que les récréations à l’école sont souvent modelées par un paysage social qui peut miner les possibilités d’entreprendre des interactions positives et les occasions de jeu significatif. Cette étude a évalué les différences entre les élèves avec un handicap et les élèves sans handicap quant aux facteurs suivants : le niveau de plaisir ressenti pendant les récréations à l’intérieur et les récréations à l’extérieur; les affects positifs and négatifs; le sentiment d’appartenance au groupe de pairs; la victimisation; et l’activité physique. Notre échantillon regroupait 337 élèves de la 4e à la 8e année provenant de 14 écoles élémentaires dans le sud de l’Ontario, au Canada. Parmi ceux-ci, 31 élèves ont déclaré avoir un handicap et 306 ont indiqué ne pas avoir de handicap. Les données ont été recueillies par un sondage en ligne à 36 questions. Les résultats indiquent que la cote pour les élèves avec un handicap était significativement supérieure (p < .01) pour les mesures portant sur le plaisir ressenti pendant les récréations à l’intérieur, l’affect négatif et la victimisation. Leur cote était significativement inférieure pour les mesures portant sur l’affect négatif, le plaisir ressenti pendant les récréations à l’extérieur, le sentiment d’appartenance au groupe de pairs et l’activité physique. Les enfants ayant un handicap pourraient bénéficier de récréations dont le milieu présente plus de supports psychosociaux. Mots clés : jeu, handicaps, terrain de jeux, émotions, perspectives
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".